Test

morphology Morphology refers to the ability to apply rules to the structure and form of words.

A student is able to distinguish the structure and form of words. This level of language development is called A semantics B pragmatics C syntax D morphology

A morphology. Morphology is the study of words, how they are formed, and their relationship to other words in the same language. It analyzes the structure of words and parts of words, such as roots, prefixes, and suffixes.

Mr. Jameson notices that one of his English learners almost always adds the suffix "ion" when he wants to change a word to a noun, often resulting in made-up words. This student could use some extra practice with: A morphology. B language register. C language function. D phonology.

C has a deep orthography. The English language does not have a regular system of correspondence between letters and sounds. As a result, English learners struggle with phonics, the relationships between the letters of written language and the sounds of spoken language.

Phonics can be difficult for English language learners because English: A is an analytic language. B is a tonal language. C has a deep orthography. D has a complex syntax.

A sound to letter correspondence Phonic instruction is broadly teaching students the relationships between letters and sounds. Sound to letter correspondence is not a precursor to phonics instruction, it is part of phonics instruction.

Phonics skills build upon other skills that students will develop first. Which of the following is not a precursor to phonics instruction? A sound to letter correspondence B phonemic awareness C alphabetic knowledge D print awareness

A decoding multisyllabic words By teaching students to recognize affixes or individual morphemes, they will have an easier time identifying those parts in a multisyllabic word.

Teaching students to identify affixes and morphemes would help them in which type of decoding? A decoding multisyllabic words B decoding sight words C decoding phonemes D decoding monosyllabic words

B words with r-controlled vowels. The student struggles to spell the words that are r-controlled and should receive further instruction in this spelling pattern.

The following is a copy of a student's answers during a spelling assessment. Given Word Student Answer cart cat paper papur torn ten pilot pilot mouse mouse snowman snowman bird berd bathroom bathroom The student in this example is struggling with spelling: A words with two or more syllables. B words with r-controlled vowels. The student struggles to spell the words that are r-controlled and should receive further instruction in this spelling pattern. C words with open syllables. D words with vowel teams.

B (2) The prefix inter- means between or among. A word like interject would work well in blank number 2 because the speaker is attempting to insert their voice and ideas among many other voices.

The following sentence is missing several words. It can be ___(1)___ to find a moment to ___(2)___ your thoughts into the ___(3)___ when there are many people participating in a ___(4)___. A word with the prefix inter- would best fit in which of the following blanks? A (1) B (2) C (3) D (4)

A Depending on the ending letter of the root word, the addition of a suffix may impact the spelling of the root. When -ing is added to the word write, the e is removed.

The words trying, writing, happening, heating demonstrate which of the following principles? A Depending on the ending letter of the root word, the addition of a suffix may impact the spelling of the root. B Depending on the spelling of the root word, the pronunciation of the suffix can vary. C The suffix -ing only affects the spelling of the root word when the root ends in a long /E/ sound. D The number of syllables in a root word determines whether the spelling is affected by the addition of a suffix.

D Dolch list This compilation of words was made by Edward William Dolch in 1936. It is a well-known reference.

What is the name of a common tool teachers use to guide their high-frequency word instruction? A Rumsfield list B Basic list C Standard list D Dolch list

None of the above A high frequency word is a word that is commonly used and immediately recognized as a whole. These words do not require word analysis for identification. Sight words are usually high-frequency words.

Which of the following best describes a characteristic of a high frequency word? A Easy to spell B Monosyllabic C Found in conversational English D None of the above

B prefix A prefix is a letter or letters at the beginning of a root word that changes its meaning. "Pre" changes the meaning of "scribe" in this word.

Which of the following best describes the segment "pre" in "prescribe." A suffix B prefix C affix D root

B Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading. English contains many spelling rules that can be memorized and applied to help decipher the pronunciation of new words. While there are exceptions to these rules, those exceptions are learned over time and memorizing the rules is beneficial to a beginning reader.

Which of the following describes a way that spelling instruction can support the decoding skills of early readers? A Spelling words can be chosen specifically to expand individual student vocabulary. B Memorizing common letter patterns through spelling can then be applied to unfamiliar words with similar structures when reading. C Spelling lists help students break words into separate syllables. D Spelling lists should consist of only irregular sight words that students are not expected to decode.

C learning a first or second language as a process, either piece by piece, or through a total immersive experience This is the correct definition for the linguistic process of language acquisition.

Which of the following descriptions best describes the linguistic term language acquisition? A learning about how languages gain meaning by studying grammar and the history behind certain words and phrases B studying the rules of a language, such as the way words combine to make sentences and longer phrases C learning a first or second language as a process, either piece by piece, or through a total immersive experience D studying the construction of human sounds, such as those made through speech articulation, or those heard auditorily

C un- and in- un- and in- have the meaning "not" or "opposite."

Which of the following pairs of prefixes have the same meaning? A mis- and non- B re- and dis- C un- and in- D pre- and sub-

D decodable word. Decodable words are words that follow common letter/sound correspondence rules, so students can decode them. "Peach" is an example of a decodable word because it follows standard phonics rules.

"What word is this?" "Try sounding out each letter. I bet you can figure it out!" "P...ee....c...h." "When "c" and "h" are next to each other, they make a unique sound. Do you remember what that sound is?" "Oh, right. So...peach!" "Great job! I knew you could figure it out." In this example, the word "peach" would be categorized as a(n): A high-frequency word. B sight word. C irregular word. D decodable word.

B Students are placed in groups based on performance and given an enrichment activity or remediation mini-lesson. This activity is an appropriate next step in a systematic teaching approach. Students who need it will receive direct instruction based on their performance on the previous activity, and students who have mastered the skill are given the opportunity to hone their skills with a more challenging activity.

A fifth-grade class is reviewing and practicing word families with irregular spellings. The teacher begins class with a warm-up sentence containing an incorrectly spelled irregular word. The class discusses the correct spelling and brainstorms other irregular spelling patterns. Next, the students are given a list of words and asked to correctly form a new version (for example, leaf to leaves). The list is reviewed as a whole class to see how well the class performed. In a systematic approach to teaching this skill, which activity would likely happen next? A Students are given another list of words and asked to practice independently. B Students are placed in groups based on performance and given an enrichment activity or remediation mini-lesson. C Students are asked to write a short paragraph that uses at least 5 irregularly spelled words. D The teacher gives a lecture on various irregular spelling patterns and examples of those patterns in use.

B teaching the student which letter sounds in his native language transfer to English and which do not Teaching the student the shared letter sounds between his native language and English will help him feel more confident pronouncing English words. It will also provide a good foundation for him to continue developing his English language skills.

A first-grade English learner makes many mistakes when pronouncing words because he sometimes uses the letter-sound correspondence he learned from his first language to sound out words in English. Which of the following steps can the teacher take to help him pronounce words correctly? A giving the student a list of English high-frequency words spelled out phonetically for him to refer to B teaching the student which letter sounds in his native language transfer to English and which do not Teaching the student the shared letter sounds between his native language and English will help him feel more confident pronouncing English words. It will also provide a good foundation for him to continue developing his English language skills. C seating the student next to another English learner who is also learning how to pronounce words correctly D asking the student to record himself reading a text aloud and then playing it back to identify his errors It is unlikely that having the student record himself reading a text aloud and playing it back will result in fewer pronunciation errors. The student needs to receive direct instruction and feedback from the teacher in order to improve his pronunciation.

D sight words Students are encouraged to say the word quickly upon seeing it. This encourages the students' automatic recognition of sight words.

A first-grade teacher creates a fun, engaging story and writes the story on flashcards. The teacher writes unfamiliar words larger than the familiar words so they are easy for students to identify. As the teacher reads to the class, the teacher points to each word as he reads it. After reading through the story one time, the teacher reads the flashcards a second time and tells the students when he points to a word written in big letters to say the word along with him. Which of the following is this activity most likely to help first-graders learn? A alphabetic principle B sound blending C morphemic analysis D sight words

B emphasizing letters that may have different pronunciations in English than in the students' native language This kind of direct, explicit instruction on similarities and differences between the languages is a good way to support ELL students.

A first-grade teacher is planning upcoming phonics instruction to support the students' understanding of the relationships between letters and sounds. Which of the following strategies would best support ELL students in her class while working on this skill? A reviewing cognates that are present between their native language and English B emphasizing letters that may have different pronunciations in English than in the students' native language C teaching phonics within the context of their native language D focusing primarily on sight words and whole-word reading

D sight words The words listed are common sight words for kindergarten and first-grade students. These are words that should be recognized with automaticity when reading.

A first-grade teacher notices that a student is struggling to read words such as the, said, because, and look. Which of the following should the teacher plan to work on with this student? A blends B phonemic awareness C context clues D sight words

D affixes This lesson helps demonstrate how prefixes can be added to a root word to change its meaning. A prefix is an example of an affix.

A fourth-grade teacher writes the word "do" on the board and models for the class how adding "re" and "un" to the beginning of "do" impacts the word's meaning. She then provides her class with the following list: re un mis de She asks the students to consider the list with a partner to see which examples from the list could be added to the beginning of the word "use" to create a new word. What concept is the focus of this teacher's lesson? A word families B vowel patterns C compound words D affixes

A print awareness Students must have a basic understanding of print, how words move on a page and the order in which to read, before they begin more complex phonological concepts.

A kindergarten teacher is working with a set of students who have had very limited exposure to written text. Which of the following concepts should the teacher introduce first? A print awareness B syllable awareness C phonemic awareness D phonological awareness

C open syllable, open syllable, final stable The syllables are re(open)-cy(open)-cle(final stable).

A second-grade teacher is planning a series of lessons on syllable awareness to support her students' decoding and encoding skills. While some lessons will reinforce prior learning, others will help them apply their understanding of syllables to more challenging, multisyllabic words. Which of the following outlines the syllable types that are represented in the word "recycle." A r-controlled syllable, closed syllable, final stable B r-controlled syllable, open syllable, closed syllable C open syllable, open syllable, final stable D open syllable, closed syllable, open syllable

D morphology A. Morphology is the study of the structure and construction of words. Using suffixes correctly is an important part of morphology.

A sixth-grade student with a speech-language impairment is having difficulty with suffixes. For example, when talking about an event that happened the previous day he might say, "Chris play with me during recess." Instead of "Chris played with me during recess." With which component of language is the student showing difficulties? A syntax Syntax is the study of how we arrange words and phrases to form sentences, not the construction of words. B semantics C phonology D morphology A. Morphology is the study of the structure and construction of words. Using suffixes correctly is an important part of morphology.

A syntax Syntax is the component of language the student is struggling with because syntax helps one form grammatically sound sentences.

A student is having difficulty constructing full sentences out of words and phrases. Which component of language is the student having difficulty expressing? A syntax B phonology C morphology D semantics

C use sentence completion and cloze techniques Sentence completion techniques allow for the student to complete sentences by choosing the correct ending word. Cloze techniques allow for the student to complete a missing component within the sentence. Both of these techniques would support a student who has a language disorder and struggles with forming sentences.

A student who has a language disorder typically struggles to form meaningful sentences in spoken and written form. Which communication strategy would benefit a student who struggles with forming sentences? A use shorter and simpler sentences B correct errors the student makes C use sentence completion and cloze techniques D identify the sounds at the beginning of words

C word analysis Word analysis or structural analysis is dividing words into parts to determine the meaning of a word. Many words in English are composed of a root, a prefix, and/or a suffix that all contribute to the meaning of the word.

A teacher has created a word wall to help the English language learners in her class. On this wall, she has written some common affixes. Every time a student finds a word containing this affix in their reading, she encourages them to write this word on a sticky note and add this to the wall. This activity helps English language learners with which of the following? A decoding B phonemic awareness C word analysis D semantics

B Develop an individualized in-class plan focused on high frequency, irregular sight words.

A teacher has determined her 2nd-grade student's reading level is below grade level due to comprehension issues related in part to fluency. The student is struggling with high frequency, irregular sight words. Which of the following would best address this issue? A Refer the student for immediate out-of-class intervention with a reading specialist for intervention. B Develop an individualized in-class plan focused on high frequency, irregular sight words. C Create a new unit for the whole class focused on high frequency, irregular sight words. D Send home lists of high frequency, irregular sight words.

A Ask the students if the word is real or nonsensical, and if it is real, have them use it in a sentence. Blending onset and rimes orally is an effective way for English learners to practice phonics, but to ensure that they are not confused, they should be informed when a word is nonsensical.

A teacher is teaching her first-grade students the skill of decoding. She prepares the following activity for her class. Setup: Seat students in a circle. Prepare a bag with letter cards. Step 1: Introduce students to the rime -it. Show students how to use rime cards and letter cards to make words, like sit, bit, hit. Step 2: Give each student a rime card. Step 3: Have students take turns reaching into the bag and removing a letter. Have each student place the letter at the front of the rime card and pronounce the word. What could the teacher do to modify the activity for the English language learners in the class? A Ask the students if the word is real or nonsensical, and if it is real, have them use it in a sentence. B Have the students perform the activity in small groups. C Pre-teach all of the possible vocabulary word combinations. D Limit the rimes to sounds that exist in the ELL's native languages.

B graphophonemic Graphophonemic knowledge is a student's ability to connect written letters to their phonemes. Identifying and counting individual graphemes requires students to use graphophonemic processing.

A teacher presents her class with a series of simple sentences. For each sentence, the teacher asks the students to identify how many times a specific letter is used. This activity requires students to use which processing skill? A semantic B graphophonemic C morphemic D orthographic

B derivational affixes. In this activity, the students are manipulating words to form new derivations, changing the verb fix to the noun fixer. These students are working with derivational affixes to accomplish this goal.

A teacher provides a list of terms and asks students to add the suffixes -ship, -er, and -or to the words. For example fix + -er = fixer. Once students have added a suffix and created a new word, they discuss how the suffix has changed the meaning and part of speech of the original word. This activity is introducing students to: A morphological affixes. B derivational affixes. C structural affixes. D inflectional affixes.

B create a word wall in the classroom that categorizes words based on sound patterns A word wall is a way for a teacher to explicitly point out different letter combinations that have the same sound. By keeping the word wall in the classroom, teachers and students can refer to it to reinforce this information.

A teacher recognizes that some of the English learners in her class get confused when they see multiple spellings of the same sound. What can the teacher do to help these students? A use listening discrimination activities to practice differentiating sound patterns B create a word wall in the classroom that categorizes words based on sound patterns C provide visual representations to help with identification of vocabulary D clarify and review the meaning of new words as they are introduced in text

C matching word pairs printed on flash cards In order to be successful, students have to read and recognize the sight words on the cards and then match them. This repeated exposure to the words will help students recognize them in the future.

A teacher wants to help his students with sight word recognition. Which activity would best meet this goal? A sorting words into groups based on syllable counts B writing sentences using high-frequency words. C matching word pairs printed on flash cards D reading a short text aloud to the teacher

derivational affixes Each of the words in the third list changes to a new part of speech, with the addition of the suffix, making them good examples of derivational affixes. When "happy" becomes "happily," it changes from an adjective to an adverb. C affixes

A third-grade teacher prepares a lesson in which she provides students with the following lists of words: List 1 List 2 List 3 List 4 undo untrue unwell unfinished revise redo revisit replay happily friendly mysteriously angrily helpless needless spotless harmless She begins by asking the students to study each list and work with a partner to discuss what they notice about the lists, create new names for each, and share their ideas out with the class. After sharing out their ideas and discussing, the class agrees to rename the lists, "'un- Words," "'re- Words," "-ly Words," and "-less Words." List three is the best option to teach students about which of the following topics? A inflectional affixes B derivational affixes C affixes D prefixes

C morphology This lesson is covering morphology, the understanding of meaningful word parts, such as roots and affixes.

A third-grade teacher prepares a lesson in which she provides students with the following lists of words: List 1 List 2 List 3 List 4 undo untrue unwell unfinished revise redo revisit replay happily friendly mysteriously angrily helpless needless spotless harmless She begins by asking the students to study each list and work with a partner to discuss what they notice about the lists, create new names for each, and share their ideas out with the class. After sharing out their ideas and discussing, the class agrees to rename the lists, "'un- Words," "'re- Words," "-ly Words," and "-less Words." Next, the teacher begins direct instruction. Which of the following best describes the topic that this lesson is most likely covering? A multisyllabic words B phonological awareness C morphology D parts of speech

B Listening to students read aloud a list of the sight words. This is the most effective way to assess a student's memorization of sight words.

After completing instruction and practice with their first set of sight words, a kindergarten teacher plans to assess the student's ability to read the sight words. Which of the following best describes the most logical way to assess students' sight word reading skills? A Calling out the words one by one and asking students to write them down. B Listening to students read aloud a list of the sight words. C Listening to students read a short text that contains the sight words. D Requiring students to complete a word search that contains the sight words.

C syntax Syntax is the governing rules of English language. Because English follows a general pattern of adjective then noun, this student is exhibiting an error in syntax.

An ESL student consistently writes sentences and places the adjective after the noun, as in "I went to the house blue." What is this student struggling with? A morphemes B fluency C syntax D semantics

phonetics This is an appropriate strategy for addressing phonetic issues or issues with speech sounds.

An ESL teacher presents small group lessons on digraphs, consonant blends, and vowel sounds. What component of language do these lessons address? A syntax B semantics C phonetics D morphology

B understanding the structure of language can assist with text comprehension. The structure of language, or syntax, can assist with text comprehension because it provides clues to a word's part of speech. Depending on how a sentence or phrase is constructed, the same word can be several different parts of speech depending on where it appears within the poem.

An eighth-grade teacher reads her students Emily Dickinson's poem "Success," seen here: Success is counted sweetest By those who ne'er succeed. To comprehend a nectar Requires sorest need. Not one of all the purple host Who took the flag to-day Can tell the definition, So clear, of victory, As he, defeated, dying, On whose forbidden ear The distant strains of triumph Break, agonized and clear! The teacher asks which words in the poem are verbs. One of the students says success is a verb because the speaker succeeds in making a point. Another student says that success is a noun because it is simply an idea and the word comprehend is a verb. The class then discusses the points made by each student. This discussion could help students realize that: A recognizing roots and common affixes of words can help with decoding. B understanding the structure of language can assist with text comprehension. C being cognizant of a text's narrative structure can help a student determine theme. D determining a text's genre can help decipher the author's purpose.

A recognize and use inflectional word endings they are unfamiliar with. This activity helps students learn new inflectional word endings to use when speaking or writing.

An elementary classroom contains several English Language Learners with different native language backgrounds. The teacher gives these students a series of word sort activities featuring various word endings (such as -ed, -ing, -er, and -est). This type of activity shows students how to: A recognize and use inflectional word endings they are unfamiliar with. B use cognates common in the students' native languages as well as English to learn new words C use word parts to form new words to use when speaking and writing. D recognize and decode words with prefixes and suffixes.

sight words. This activity would be a good one to enhance recognition and practice of sight words from the word wall.

Blocks with letters that are used by students to build words from the word wall would be effective for work with: A pragmatics. B sight words. C consonant beginnings and endings. D semantics.

D identify the different syllables of the word by circling them and then sounding out the word by syllables Identifying each individual syllable and then sounding out the word by syllables promotes Brandon's understanding of what a syllable is and how to identify syllables in a word.

Brandon is having a difficult time reading the word "slippery" and soon after asks for help with the word "underneath." Which of the following strategies would best support Brandon learning to decode these and other multisyllabic words independently? A break the word apart into its onset and rime B asking a nearby student for help sounding out the word C use context clues to determine the word's meaning D identify the different syllables of the word by circling them and then sounding out the word by syllables

C functional shift; suffix Going from "present" to "presentor" changes the word from a verb to a noun, representing a functional shift. It also adds a suffix to the end of the word.

Changing the verb "present" to "presentor" requires both a _______ and the addition of a _______. A pronunciation change; prefix B change in tense; root C functional shift; suffix D new root word; end syllable

C The visual cue that the sound is being made can help students learn to create any sounds not present in their native language. Seeing the paper move as a result of the sound provides feedback to the student as to whether or not he is making the sound correctly. Activities like this are especially beneficial for ELL students who may need to form their mouths or tongues in a way that is unfamiliar to the sounds of their native languages.

During a phonics lesson, the teacher gives each student a small strip of paper. The teacher holds the paper an inch from her face and models how the paper moves when she makes the sound /p/. Then she asks the students to hold up their papers and make the /p/ sound, watching to be sure the paper is pushed back with each sound. How can activities similar to this be beneficial to ELL students learning to pronounce difficult phonemes that may not occur in their native language? A Students must learn to pronounce the phonemes correctly before they can begin decoding them in written text. B Students need to practice sounds that are the same in both languages before they study sounds unique to English. C The visual cue that the sound is being made can help students learn to create any sounds not present in their native language. D Students can make a tangible connection between the sound of a letter and its name.

comparing the pronunciation of "heated" and "walked" Comparing and categorizing words is one useful tool when providing explicit instruction for ELL students. "Heated" and "walked" would be placed in separate categories because "heated" ends with /id/ while "walked" ends with /t/.

ELL students may struggle with specific parts of the English language depending on their native language. Inflectional suffixes can be particularly challenging as they can influence the spellings of roots and vary in their pronunciations. Of the provided options, which of the following would be the most effective example of a way to support ELL student understanding of inflectional suffixes? A avoiding these words in instruction and assessment until they become fluent speakers B consistently marking misspellings of words with inflectional suffixes in student work C comparing the pronunciation of "heated" and "walked" D primarily focusing on these types of words as sight words

A formation of complex sentences. Each sentence is a simple sentence, and the student would benefit from practicing complex sentence composition.

Eleanor is a 4th grade student who wrote the following sentences during a "share a small moment" prompt in class. "My Dad got a new car. I sit in the backseat. The car is blue. I wear my seat belt." Eleanor would benefit from instruction related to: A formation of complex sentences. B idea development. C grammar rules. D pre-writing strategies.

A Model for Emmett how to make a sound and let Emmett practice with a mirror. Some English phonemes require explicit practice in teaching the tongue and mouth how to form the sound. Emmett can practice this by watching himself in the mirror as he pronounces these phonemes.

Emmett, a new ELL student, sits down with his teacher for a quick diagnostic assessment of his phonemic awareness. The teacher asks Emmett to identify English letters, read or repeat some words, and answer a few conversational questions. Emmett is able to identify and name all 26 letters, but could only correctly pronounce 50% of the words, both those he read himself and those he repeated. The teacher wants to provide Emmett with some time to practice pronouncing phonemes only found in English. Which activity below will best achieve this goal? A Model for Emmett how to make a sound and let Emmett practice with a mirror. B Review long and short vowel sounds and open and closed syllables, then play word games for Emmett to practice identifying and pronouncing words in each category. C Say a sentence aloud and have Emmett repeat the sentence, putting the stress on a different word each time. D Give Emmett a list of words and have him sort the words based on their onsets.

B The teacher posts the sight words on a word wall, having each student take a turn saying them privately to the teacher, and records the results. This is an example of an appropriate informal summative assessment on the semester's sight words. The wall of words will contain all the words taught that semester, making it summative, and telling each word to the teacher privately makes it informal. Administering this type of assessment would help the teacher determine whether each student had mastered the list of sight words.

Halfway through the school year, a first-grade teacher wants to administer a summative assessment to determine student mastery of the grade-level sight words taught over the course of the semester. Which of the following informal assessments would be the best suited to meet this goal? A The teacher asks students to choose 10 sight words from the list and include them in a short paragraph about what they did this weekend. B The teacher posts the sight words on a word wall, having each student take a turn saying them privately to the teacher, and records the results. C The teacher gives a test in which the teacher calls out the sight words and the students write them in their notebooks. D The teacher selects an on-level text containing many of the semester's sight words and asks students to read it individually for a grade.

A open syllables A. An open syllable is spelled with a single vowel letter that ends with its long vowel sound. The open syllable is the underlined portion in He, remote, and begun.

He, remote, and begun all contain examples of what type of syllable? A open syllables B closed syllables C digraphs D vowel-consonant-e syllable

D sight words Sight words don't follow the regular patterns of English. They don't sound the way that they look; therefore, they must be memorized.

Jairo and his family moved to the US last year from Spain. Jairo is having trouble with his English pronunciation. He does well with the decodable words, or words that are phonetically regular and can be blended or 'sounded out,' but struggles to remember the words that are irregular and have to be learned as whole words. His teacher, Mrs. Calihan, recommends that he practice this second category of words at home with his family. What are these words called? A high frequency words B predictable words C synonym words D sight words

A morphology and phonology. Morphology identifies and analyzes morphemes (words or parts of a word that have meaning). Phonology studies speech sounds. These two linguistic fields need to be understood to teach students all components of a word and its meaning.

Mrs. Richardson wants to make sure she is effectively teaching all the components of a word and how to sound them out correctly. In order to accomplish this, it is necessary for Mrs. Richardson and all ESL teachers to use their knowledge of: A morphology and phonology. B pragmatics and discourse. C phonology and syntax. D prefixes and suffixes.

D a request for the listener to give the questioner the ketchup This is the pragmatic meaning of the sentence even though it is not literally what the question asks. The words literally ask if the listener is physically able to pass the ketchup, but the question is a pragmatic request to hand over the ketchup.

Pragmatics is the branch of linguistics concerned with the study of language in practical situations. Which of the following would be a pragmatic meaning of the sentence "Can you pass the ketchup?" A a question composed of 17 phonemes B a question asking the meaning of the word "ketchup" The question does not ask the meaning of anything. C a question asking if the listener is physically able to pass the ketchup D a request for the listener to give the questioner the ketchup This is the pragmatic meaning of the sentence even though it is not literally what the question asks. The words literally ask if the listener is physically able to pass the ketchup, but the question is a pragmatic request to hand over the ketchup.

C the study of language in its use. Pragmatics is the study of language in its use, not its structure.

Pragmatics is: A the smallest individual sound in a word. B the study of a word or symbol meaning. C the study of language in its use. D a term indicating the importance of ongoing assessment.

A instruction in high-frequency word recognition Sandra is struggling to recognize high-frequency words, so direct instruction in reading these will improve her oral reading ability.

Sandra, a kindergarten student, is struggling with oral reading. Her teacher asks Sandra to read a small passage privately and determines that one of Sandra's weaknesses is that she needs to phonetically read words like "play" and "here." Which area of instruction would benefit Sandra the most? A instruction in high-frequency word recognition B instruction in letter sounds and irregular words C instruction in text organization and structural patterns D instruction in conducting self-reflection during a reading

B they are words that are not decodable Many high-frequency words are decodable. They may not be decodable yet for younger students who have not yet learned all of the phonics rules. Even though the phonics rules will come later, they are memorized by sight in early grades because of their frequency in texts for early readers.

Teachers of early readers provide direct instruction over sight words and high-frequency words in addition to their systematic approach to phonics instruction. Which of the following is not an accurate description of high-frequency words? A memorizing them supports automaticity B they are words that are not decodable Many high-frequency words are decodable. They may not be decodable yet for younger students who have not yet learned all of the phonics rules. Even though the phonics rules will come later, they are memorized by sight in early grades because of their frequency in texts for early readers. C they are often pulled from Dolch word lists Dolch word lists provide a framework of which high-frequency words should be learned at each grade level. D they are taught using whole word reading

A inflectional morphemes. Inflectional morphemes are affixes, usually suffixes, that change the word's form but keep the word's original meaning. B affixes. These are all examples of affixes, specifically suffixes.

The morphemes -ed, -er, -est, -ing, and -s are examples of: Select all answers that apply. A inflectional morphemes. B affixes. C digraphs. D consonant blends.

B phonemes. Phonemes are the smallest individual sounds within a word.

The smallest individual sounds in a word are called: A segments. B phonemes. C morphemes. D pragmatics.

A phonemes A phoneme is the smallest unit of sound.

The smallest units of sound that make up a language are called: A phonemes B morphemes C syntax D semantics

D syntax Syntax describes the rules that govern the construction of words in order to make phrases, clauses, and sentences. The place of the word "hits" in the sentence can help the reader understand it is a noun instead of a verb.

What principle of language will the reader use to determine the part of speech of the word "hits" in the following sentence: Max ended the baseball game with a total of four hits! A orthography B morphology C pragmatics D syntax

C plan a lesson to explicitly teach specific rules related to the inflectional endings. ELLs benefit from explicit instruction in inflectional endings.

When reading a text aloud for comprehension, a third-grade English learner makes several errors with inflectional endings. The teacher's best response would be to: A stop the student every time she mispronounces a word and ask her to self-correct. If the student is reading for comprehension, the teacher should not stop the student every time she makes a pronunciation mistake. This is an inefficient use of time and can be uncomfortable for the student. B provide the student with a list of all the words she mispronounced with their phonetic transcriptions. C plan a lesson to explicitly teach specific rules related to the inflectional endings. ELLs benefit from explicit instruction in inflectional endings. D correct the student immediately any time an inflectional ending is mispronounced.

C inspect "Inspect" contains the root "spect" which means "to look."

Which of the following contains a root that means "to look"? A conduct B describe C inspect D advocate

C write A morpheme is a combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. "Write" cannot be divided into smaller parts.

Which of the following is a morpheme? A girlfriend B unhappy C write D singing

C Identify common words that rhyme with the new word. This would not be an effective strategy, because two words that sound similar may not follow similar spelling patterns, such as "plane" and "train."

Which of the following strategies would not be effective when teaching a group of English Language Learners (ELLs) literacy strategies for irregularly spelled words? A Reinforce spelling whether students provide correct or incorrect spelling. B Practice in a variety of ways, such as writing with shaving cream or drawing letters in the air. C Identify common words that rhyme with the new word. D Explain how the word is different from other words and spelling patterns.

C a vowel team syllable A vowel-team syllable is when two vowels work together to make one syllable. An example of a vowel-team syllable would be the "oa" syllable in the word "boat", or in this case "eat" using the long e sound.

Which of the following syllable types is the first syllable in "eating"? A a closed syllable B the r-controlled syllable C a vowel team syllable D a vowel-consonant-e syllable

A a closed syllable A closed syllable has a consonant at the end of a syllable. The first syllable in "excellent" is "ex"; the syllable "ex" ends in a consonant.

Which of the following syllable types is the first syllable of the word "excellent"? A a closed syllable B an open syllable C a vowel team syllable D a vowel-consonant-e syllable

a vowel-consonant-e syllable A vowel-consonant-e syllable has a vowel controlled by a silent "e." An example of a vowel-consonant-e syllable would be the last syllable in the word "wake." The syllable "ake" has a long-vowel /a/ followed by a consonant and ending in a silent "e." Another example is found in the word "rename" in the question; the "ame" syllable has a long /a/ because of the silent "e" at the end of the word.

Which of the following syllable types is the last syllable in the word "rename"? A a closed syllable B the r-controlled syllable C a vowel team syllable D a vowel-consonant-e syllable

A phone Consonant digraphs are two letters that come together to make one sound. "Ph" is a consonant digraph.

Which of the following words contains a consonant digraph? A phone B glove C bring D rank

B revisited "Revisited" contains the prefix "re," meaning "again," the root "visit," that comes from "vi" and means "to see," and the suffix "ed," establishing the past tense.

Which of the following words is described by the root and affixes below? Prefix: again Root: to see Suffix: past A saw B revisited C review D vacationed

C recall "Recall" means to remember a piece of information that one previously used. "Re" means "again" in this instance because the information is returning to one's brain on a repeat occasion.

Which of the following words uses the prefix "re" to mean "again"? A reward B resound C recall D resist

A taper "Taper" follows this pattern and is broken into the syllables /ta/ /per/.

Which word best fills in the blank below? A two syllable word with a VCV pattern is divided after the first vowel, as in __________. A taper B shackle C mapping D face

C morphology. Sara made a morphological error by using the incorrect plural form of the word fish. Morphology refers to the use of different forms of words.

While discussing a read-aloud, an intermediate-level ELL shared her favorite part of the story with her classmate. Sara: The fishes were my favorite. Sara's mistake can be best described as an error in: A conjugation. B syntax. C morphology. D phonology.

D orthography Orthography is the conventions of proper spelling in language. By learning how the various rules apply to the words they use, they are learning orthography.

With on-going instruction, teachers expand student understanding of spelling rules and how they apply to various words. Through this process, they are deepening their understanding of which linguistic concept? A pragmatics B segmentation C morphology D orthography